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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study
Goethe University of Frankfurt, Germany; Centre Research Individual Dev and Adapt Educ Children Risk, Germany.
City University of London, England.
Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research.
Goethe University of Frankfurt, Germany; Centre Research Individual Dev and Adapt Educ Children Risk, Germany.
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2016 (English)In: Research in Developmental Disabilities, ISSN 0891-4222, E-ISSN 1873-3379, Vol. 58, 83-93 p.Article in journal (Refereed) Published
Abstract [en]

Background: There is a long-held view that verbal short-term memory problems of individuals with intellectual disabilities (ID) might be due to a deficit in verbal rehearsal. However, the evidence is inconclusive and word length effects as indicator of rehearsal have been criticised. Aim amp; method: The aim of this multi-site European study was to investigate verbal rehearsal in adolescents with mild ID (n = 90) and a comparison group of typically developing children matched individually for mental age (MA, n = 90). The investigation involved: (1) a word length experiment with non-verbal recall using pointing and (2) self-paced inspection times to infer whether verbal strategies were utilised when memorising a set of pictorial items. Results: The word length effect on recall did not interact with group, suggesting that adolescents with ID and MA comparisons used similar verbal strategies, possibly phonological recoding of picture names. The inspection time data suggested that high span individuals in both groups used verbal labelling or single item rehearsal on more demanding lists, as long named items had longer inspection times. Conclusions: The findings suggest that verbal strategy use is not specifically impaired in adolescents with mild ID and is mental age appropriate, supporting a developmental perspective. (C) 2016 Elsevier Ltd. All rights reserved.

Place, publisher, year, edition, pages
PERGAMON-ELSEVIER SCIENCE LTD , 2016. Vol. 58, 83-93 p.
Keyword [en]
Intellectual disability; Memory span; Memory strategies; Children/adolescents; Word length effects; Self-pacing
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-132046DOI: 10.1016/j.ridd.2016.08.014ISI: 000383921800008PubMedID: 27598423OAI: oai:DiVA.org:liu-132046DiVA: diva2:1038472
Note

Funding Agencies|Swedish Research Council for Health, Working Life and Welfare [FAS 2010-0739]

Available from: 2016-10-18 Created: 2016-10-17 Last updated: 2016-11-30

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The full text will be freely available from 2018-09-05 12:11
Available from 2018-09-05 12:11

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Danielsson, Henrik
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Disability ResearchFaculty of Arts and SciencesThe Swedish Institute for Disability Research
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